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The objective of this research is to demonstrate the importance of articulating pre-professional practice, research and community service, as priority axes for the comprehensive training of teachers, seeking competencies for the planning and execution of socio-educational projects at the local or national level, and thereby promote social development. The methodology is based on the qualitative and quantitative approach, for which a survey-type instrument was designed applied to a population of 156 students from different semesters of the Faculty of Philosophy, Letters and Educational Sciences. Among the main findings of the study is that the majority of students surveyed consider it important to articulate the substantive processes of higher educational institutions, for their comprehensive training. In conclusion, articulation is fundamental for the teaching-learning process and development of experiential capabilities in students defined in academic and professional competencies.
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